OVERVIEW: Colbinabbin is a small farming town in central Victoria, in the Campaspe shire of the Loddon Mallee Region. It is located approximately 60km from Echuca on the Bendigo Murchison Road (Shire of Campaspe, 2007). The strong farming presence in the township is aided by the Waranga - Mallee channel which runs through the town and is used for irrigation. Colbinabbin has been known for its production of wheat, barley, oats, canola and tomatoes and in recent years has attracted much interest from wine makers, due to the quality of soils in the region. The town’s recreation reserve caters for many sports, including football, netball, bowls, cricket and is also home to the local swimming pool (Shire of Campaspe, 2007).
There is an important relationship between student, staff and community well-being and the ability of any school to function at its best and achieve all that is expected from the process of formal school education. If people in schools are happy and healthy they can learn, work and play better (Queensland Government, 2005).
The purpose of the Healthy Activity Day is based on the Health Promoting Schools Framework. We aim to provide a fun and informative day for children and staff of Colbinabbin Primary School which is based on the benefits of healthy lifestyles, including healthy eating, physical activity and implementing the ideas around this into their everyday life. We envision that in order to improve overall wellbeing, the information provided on the day will be retained and implemented for use moving into the future.
RATIONALE: The Colbinabbin Primary School has indicated that there is a need to educate students about the benefits of a healthy diet and healthy living. We want to encourage students to be proactive about leading a healthy lifestyle which may also include getting parents involved.
Our team of 2nd and 4th year Physical and Health Education students from La Trobe University, as part of the ‘Sowing the seeds of Wellbeing Program’, will develop a healthy activity day, based on the Health Promoting Schools Framework (Australian Health Promoting Schools Association, 2007).
According to the Campaspe Primary Care Partnership Community Wellbeing Profile, April 2009, a study was undertaken in 2001 to determine the life expectancy of those in the Campaspe region. “According to the Burden of Disease study, males and females residing in the Campaspe PCP [Primary Care Partnerships] area had a poorer health status than the Victorian average” (Vaughn, 2009). In addition to this, some points of interest from the report show that the Campaspe region as a whole had a higher level of physical inactivity compared to the Victorian average, had a higher rate of obesity than the Victorian average as well as a lower rate of fruit consumption (of 2 or more servings per day). All of these items are considered risk factors for chronic disease.
The foundation of our intervention is the need for greater awareness of the benefits of healthy lifestyles. A healthy diet is very important for everyone, it is particularly important to establish this information with children in the early years to ensure its longevity in their lives and increase the use of healthy foods, as opposed to occasional foods. The Better Health Channel states that 'School age is the perfect time for children to learn about healthy food, bodies and activity' (2009). Healthy living is also very important. Healthy activities, such as team sports and games assist in a healthy body, but also helps build strong relationships with others. According to Better Health Channel 'children learn by example, which is why sedentary children tend to come from sedentary families' (2009)., our program aims to begin building healthy eating and living skills in students now to grow with them into adulthood. Knowledge about different food types, how to plant and maintain food and preparing food safely is essential to building a healthy lifestyle. We will be aiming to improve knowledge regarding the benefits of healthy lifestyles through the activities will be facilitating on the day. The garden and planting activities will be used to educate students about where healthy foods come from and how they can grow their own healthy food at home instead of buying it at the supermarket. The pancakes and smoothies will be used to give practical, simple and tasty ways to include fruit servings into the daily diet. Finally the physical activity learnt on the day will expose the students to sports they have never played before and enable them to experience new skills away from the traditional sports of football and netball.
STRATEGIC PLANNING TABLE:
OBJECTIVES
STRATEGIES
PERFORMANCE INDICATORS
PARTNERSHIPS
Improve fruit and vegetable consumption
School gardening – plant trees etc
Participation in bringing fruit for recess/ lunch etc How will you know? what evaluation will take place?
Local supermarkets
Local community
Nutrition Australia
Improve active lifestyle
Play games and implementation into P.E.
Increased participation in physical activity How will you know? what evaluation will take place?
Local community
Life Be In It
Go For Your Life
Improve knowledge and practice of healthy eating.
Making pancakes and smoothies using healthier ingredients. Promote healthy alternatives to fast foods.
Discussions with students.
Student reactions to eating healthy alternatives.
Follow up with teachers to see if more kids bring fruit to school.
Local supermarkets
Local community
Increase knowledge and awareness of gardening and personal fruit and vegetable production.
Have children working in the School garden. Planting, watering. Encouragement to keep garden on-going.
Student reactions to working in the garden.
Student knowledge of vegetable patch requirements. How will you know? what evaluation will take place?
Stephanie Alexander Garden Project
(SAGP) Really? Colbinabbin is not involved with this project.
ORGANISATION AND MANAGEMENT – HEALTHY ACTIVITY DAY: RISK ASSESSMENT:
HAZARD/ ACTIVITY
HOW AT RISK
PERSONS AT RISK
CONTROL MEASURES
RISK RATING
Yard – Play equipment, space, weather
Falls, cuts
Students
- Yard to be inspected by university students prior to commencement of activities.
- Play equipment to be inspected annually by a competent person.
- Check for glass, icy surfaces and any other potential hazards.
- Adequate supervision to be available during all the sessions, in this instance play times and physical education activities.
- Adequate first aid provision.
Low
Cooking
Burns, allergies
Students and Staff
- Communicate with teachers and students about whether any students have any allergies.
- Ensure all students are aware of the rules before cooking.
- Students to wear aprons and tie hair back.
- Adequate first aid provision.
- Follow hygienic practices including washing of hands and utensils.
Med
Planting Trees
Falls, cuts, back injuries
Students and staff
- Provide all students with protective equipment including gloves.
- Stretch appropriate muscle groups prior to planting and demonstrate suitable techniques for planting trees and carrying heavy objects i.e. bending at the legs rather than the back.
Low/ Med
Other
Students and staff
- Ensure student teachers and teachers at Colbinabbin Primary School have a strong communication network about any medical or other risks that may occur from any of the activities that we will be conducting on the day.
POTENTIAL MISHAPS: Wet Weather:
As we are planning to spend the majority of the day outside, if it happens to be wet we need to have a backup plan. Depending on whether the school has a large undercover area we may need to plant trees in pots in the classroom. Our physical activity lessons that are planned to be outside could be modified so that the students can enjoy games inside. Although they may not get as much physical activity the games we could play include sitting volleyball, indoor sitting soccer, and pony express. If it is wet the gardening activities will take place in the classroom and this will include students planting their own plants in plastic cups and talking about how they could be transferred outside. As we have recently found out that there is not a large undercover area if it does happen to be wet we will split up into small groups for minor games that will be held in the classrooms.
First Aid:
We need to be aware from the beginning of the day what the procedures are for any students that may need first aid. We will follow the schools procedures and use school first aid kits if need be.
Student Teacher Sick:
If one of us happens to be sick or unavailable to attend on the day, then we need to let our other team members know straight away. We do have a group of 9 so we should be able to cover for them. We also need to inform the school at the beginning of the day.
As future teachers we need to be flexible in adapting to any changes that may occur on the day. By being organised and ensuring we all know what is expected we should have a fun Healthy Activity Day.
INTENDED ACTIVITIES & CURRICULUM: Pre- activity: Students are to complete a question sheet about healthy eating and physical activity (our group will construct this sheet and send it to classroom teachers at Colbinabbin prior to the healthy activity day), and are to place it in one time capsule and burry it in a special place in the school yard (teachers will decide on the burial place). Students will also be asked to wear their favourite sporting team’s clothes to school for the healthy activity day (ie. favourite footy/netball teams).
Time
Grade
Activity
VELS
9-11am
Prep, 1 & 2
Planting fruit trees in pots. Students will work in small groups (approx 4 people per group) to plant fruit trees in pots. They will work together as a group to prepare soil, plant fruit trees and water plants.
Minor games (Corner kick ball/Rapid fire/Pony express).
See appendix for detailed information about the minor games. Cooking (pancakes & smoothies). Pancakes: Students will work in small groups of approx. 4 people per group to prepare their pancake batter. They will then take their batter to the leaders who will cook their pancakes on the BBQ. Juices/Smoothies: For safety reasons, fruit will be cut and prepared by the leaders. Students will line up and select a range of different types of fruit/ yoghurt/ milk to put into their freshly squeezed juice/ smoothie. They will then get the leaders to assist them to create their juices/ smoothies using the juicer/ blender.
Students will be asked to place all dirty dishes in the sink for the leaders to wash.
Strand: Physical, Personal & Social Learning. Domains: -Health & Physical Education. -Interpersonal Development. Dimensions: -Movement and physical activity -Health knowledge and promotion -Building social relationships -Working in teams Key Elements: -Students perform basic motor skills and movement patterns, with or without equipment, in a range of environments. -Contribute to the development of positive social relationships in a range of contexts. -Behave appropriately in a range of social situations.
11-11.30am
RECESS BREAK
11.30-1pm
3,4,5 & 6
Planting fruit trees in pots. Students will work in small groups (approx 4 people per group) to plant fruit trees in pots. They will work together as a group to prepare soil, plant fruit trees and water plants.
Cooking (pancakes & smoothies).
Pancakes: Students will work in pairs to both prepare and cook their pancakes on the BBQ. Leaders will safely monitor all areas and offer assistance where needed.
Juices/ Smoothies: Students will create their own juices/ smoothies by selecting a mix of fruits/ yoghurt/ milk. They will be assisted by the leaders with using the juicers/ blenders.
Students will be asked to clean their dishes and tidy all working areas at the end of the session.
Strand: Physical, Personal & Social Learning. Domains: -Health & Physical Development. -Interpersonal Development. Dimensions: -Movement and physical activity -Health knowledge and promotion -Building social relationships -Working in teams Key Elements: -Contribute to the development of positive social relationships in a range of contexts. -Behave appropriately in a range of social situations.
1-2pm
LUNCH BREAK
2-3.10pm
3,4,5 & 6
Minor games (Corner kick ball/Rapid fire/Pony express). See appendix for detailed information about the minor games.
Strand: Physical, Personal & Social Learning. Domain: -Health & Physical Education. Dimension: -Movement and physical activity -Health knowledge and promotion Key Elements: -Students perform basic motor skills and movement patterns, with or without equipment, in a range of environments.
3.10-3.20pm
3,4,5 & 6
Bring students together as a whole group and wrap up the days session with a discussion about the day.
3.20pm
SCHOOL DAY ENDS
Post- activity: Teachers at Colbinabbin might like to adopt their follow up lessons/ activities based on some of the following ideas:
- Activities involving plant maintenance: pruning and watering fruit trees.
- Healthy food recipes: students gather/create their own healthy food recipes which they can cook at school and share with peers in their class.
Group Activity Roles:
The following group members will be assigned to specific activities:
Cooking: Courtney, Annalie & Kara.
Games: Troy, Brent & Josh.
Planting:Tim, Carla & Jacki.
Healthy Eating Sheet
Healthy Eating Name _ Healthy eating is very important. Eating fresh, healthy foods makes us feel good and helps us to live longer. Everybody needs to eat food to survive. My favourite food is because My least favourite food is _ because __
POLICY: "A health-promoting school aims to reach everyone in the school, pupils and staff alike, and also to develop good links with the community and families it serves. To be successful there is a need for all stakeholders to have a sense of ownership and involvement in the process" (Gary, Young, Barnedow, 2009, p.135).
The policies that we have received include Colbinabbin's Healthy Food's Policy, Sunsmart Policy and Physical Education and Sport Policy. We will adhere to these policies by:
SunSmart:
- Wearing appropriate clothing, including hats and providing sunscreen to the students at regular intervals during the day.
- Conduct activities in the shade where possible between 11am and 3pm.
Healthy Foods:
- Promote and encourage healthy eating.
- Ensure there are plenty of drink breaks during the day.
- Provide information and pamphlets about healthy eating and recipes that they can use at home.
Physical Education and Sport:
- Provide opportunities for all children to participate and have fun.
- Include fitness and games in the physical activity session.
- Reduce the empasis on winning.
ENVIRONMENT AND ETHOS RECOMMENDATIONS What is Ethos?
Ethos is the values and beliefs as well as any positive policies i.e. anti-bullying, sun-smart a school community contains. School ethos ensures all school members; teachers, students, other staff and community members are working together toward a common goal. Goals are generally beneficial to the school as a community and its individuals. Ethos gives schools a sense of self as a whole community. What is Environment?
Environment is the physical surrounds, but includes how individuals feel about and in their environment. Most school communities aim for the environment to be welcoming, comfortable and safe for students. To enhance school ethos we need to:
· Find out schools current ethos or hypothetically incorporate our own ethos, e.g. encourage team work, positive encouragement and support for our teammates and classmates, sun-smart policy etc.
· Incorporate this into our Healthy Activity Day
· Enable school to elaborate on our activities after the day to increase knowledge of school community
· Work with school staff, community members and health educators
In terms of environment we can:
· Remove potential hazards from planned activity area
· Plan activities away from dangerous areas, if any.
· Highlight boundary areas for students
· Include principles of play such as; rules, fair play, positive feedback
RESOURCES / BUDGET:
Items
Quantity
Cost each
Total cost
Wholemeal raising flour
5x 1 kg
$3.35
$16.75
Sugar
500g
$1.10
$1.10
Buttermilk
7x 600ml
$2.52
$17.64
Skim milk
3x 1L
$1.08
$3.32
Eggs
18
$3.45/doz
$5.18
Canned blackberries
3x425g cans
$3.36
$10.08
Blackberry jam
500g
$3.24
$3.24
Napkins
1x 100
$1.95
$1.95
Total
$59.18
Item
Price (unit)
Quantity
Total price
Bags
$0.55
60
$33.00
Hackey sacks
$0.65
70
$45.50
Seeds-Carrot - Alfalfa
$0.80
$0.80
70
$112.00
Beach balls
$0.85
70
$59.50
Skipping ropes
$1.10
70
$77.00
Sweat bands
$1.05
60
$63.00
Total
$390
Total for budget proposal as it stands $449.18.
· Trees for planting
· A BBQ for cooking (Tim Can Provide on the day)
· Enviro (green) bags
· Soil
· Plastic cups
REFERENCES: Australian Health Promoting Schools Association. (2007). A national framework for health promoting schools (2000 - 2003). Retrieved August 2009, from Australian Health Promoting Schools Association: http://www.ahpsa.org.au/files/framework.pdf
Gray, G., Young, I., Barnekow, V. (2006). Developing a Health Promoting School: A practical resource for developing effective partnerships in school health, based on the experience of the European Network of Health Promoting Schools. (Zali Yager Readings Pack)
Queensland Government. (2005). How to develop and revise policy. Retrieved August 2009, from Healthy Schools Website: www.health.gld.gov.au/healthyschools/documents/29331a.pdf
OVERVIEW:
Colbinabbin is a small farming town in central Victoria, in the Campaspe shire of the Loddon Mallee Region. It is located approximately 60km from Echuca on the Bendigo Murchison Road (Shire of Campaspe, 2007). The strong farming presence in the township is aided by the Waranga - Mallee channel which runs through the town and is used for irrigation. Colbinabbin has been known for its production of wheat, barley, oats, canola and tomatoes and in recent years has attracted much interest from wine makers, due to the quality of soils in the region. The town’s recreation reserve caters for many sports, including football, netball, bowls, cricket and is also home to the local swimming pool (Shire of Campaspe, 2007).
There is an important relationship between student, staff and community well-being and the ability of any school to function at its best and achieve all that is expected from the process of formal school education. If people in schools are happy and healthy they can learn, work and play better (Queensland Government, 2005).
The purpose of the Healthy Activity Day is based on the Health Promoting Schools Framework. We aim to provide a fun and informative day for children and staff of Colbinabbin Primary School which is based on the benefits of healthy lifestyles, including healthy eating, physical activity and implementing the ideas around this into their everyday life. We envision that in order to improve overall wellbeing, the information provided on the day will be retained and implemented for use moving into the future.
RATIONALE:
The Colbinabbin Primary School has indicated that there is a need to educate students about the benefits of a healthy diet and healthy living. We want to encourage students to be proactive about leading a healthy lifestyle which may also include getting parents involved.
Our team of 2nd and 4th year Physical and Health Education students from La Trobe University, as part of the ‘Sowing the seeds of Wellbeing Program’, will develop a healthy activity day, based on the Health Promoting Schools Framework (Australian Health Promoting Schools Association, 2007).
According to the Campaspe Primary Care Partnership Community Wellbeing Profile, April 2009, a study was undertaken in 2001 to determine the life expectancy of those in the Campaspe region. “According to the Burden of Disease study, males and females residing in the Campaspe PCP [Primary Care Partnerships] area had a poorer health status than the Victorian average” (Vaughn, 2009). In addition to this, some points of interest from the report show that the Campaspe region as a whole had a higher level of physical inactivity compared to the Victorian average, had a higher rate of obesity than the Victorian average as well as a lower rate of fruit consumption (of 2 or more servings per day). All of these items are considered risk factors for chronic disease.
The foundation of our intervention is the need for greater awareness of the benefits of healthy lifestyles. A healthy diet is very important for everyone, it is particularly important to establish this information with children in the early years to ensure its longevity in their lives and increase the use of healthy foods, as opposed to occasional foods. The Better Health Channel states that 'School age is the perfect time for children to learn about healthy food, bodies and activity' (2009). Healthy living is also very important. Healthy activities, such as team sports and games assist in a healthy body, but also helps build strong relationships with others. According to Better Health Channel 'children learn by example, which is why sedentary children tend to come from sedentary families' (2009)., our program aims to begin building healthy eating and living skills in students now to grow with them into adulthood. Knowledge about different food types, how to plant and maintain food and preparing food safely is essential to building a healthy lifestyle.
We will be aiming to improve knowledge regarding the benefits of healthy lifestyles through the activities will be facilitating on the day. The garden and planting activities will be used to educate students about where healthy foods come from and how they can grow their own healthy food at home instead of buying it at the supermarket. The pancakes and smoothies will be used to give practical, simple and tasty ways to include fruit servings into the daily diet. Finally the physical activity learnt on the day will expose the students to sports they have never played before and enable them to experience new skills away from the traditional sports of football and netball.
STRATEGIC PLANNING TABLE:
How will you know? what evaluation will take place?
Local community
Nutrition Australia
How will you know? what evaluation will take place?
Life Be In It
Go For Your Life
Student reactions to eating healthy alternatives.
Follow up with teachers to see if more kids bring fruit to school.
Local community
Student knowledge of vegetable patch requirements.
How will you know? what evaluation will take place?
(SAGP) Really? Colbinabbin is not involved with this project.
ORGANISATION AND MANAGEMENT – HEALTHY ACTIVITY DAY:
RISK ASSESSMENT:
- Play equipment to be inspected annually by a competent person.
- Check for glass, icy surfaces and any other potential hazards.
- Adequate supervision to be available during all the sessions, in this instance play times and physical education activities.
- Adequate first aid provision.
- Ensure all students are aware of the rules before cooking.
- Students to wear aprons and tie hair back.
- Adequate first aid provision.
- Follow hygienic practices including washing of hands and utensils.
- Stretch appropriate muscle groups prior to planting and demonstrate suitable techniques for planting trees and carrying heavy objects i.e. bending at the legs rather than the back.
POTENTIAL MISHAPS:
Wet Weather:
As we are planning to spend the majority of the day outside, if it happens to be wet we need to have a backup plan. Depending on whether the school has a large undercover area we may need to plant trees in pots in the classroom. Our physical activity lessons that are planned to be outside could be modified so that the students can enjoy games inside. Although they may not get as much physical activity the games we could play include sitting volleyball, indoor sitting soccer, and pony express. If it is wet the gardening activities will take place in the classroom and this will include students planting their own plants in plastic cups and talking about how they could be transferred outside. As we have recently found out that there is not a large undercover area if it does happen to be wet we will split up into small groups for minor games that will be held in the classrooms.
First Aid:
We need to be aware from the beginning of the day what the procedures are for any students that may need first aid. We will follow the schools procedures and use school first aid kits if need be.
Student Teacher Sick:
If one of us happens to be sick or unavailable to attend on the day, then we need to let our other team members know straight away. We do have a group of 9 so we should be able to cover for them. We also need to inform the school at the beginning of the day.
As future teachers we need to be flexible in adapting to any changes that may occur on the day. By being organised and ensuring we all know what is expected we should have a fun Healthy Activity Day.
INTENDED ACTIVITIES & CURRICULUM:
Pre- activity: Students are to complete a question sheet about healthy eating and physical activity (our group will construct this sheet and send it to classroom teachers at Colbinabbin prior to the healthy activity day), and are to place it in one time capsule and burry it in a special place in the school yard (teachers will decide on the burial place). Students will also be asked to wear their favourite sporting team’s clothes to school for the healthy activity day (ie. favourite footy/netball teams).
Minor games (Corner kick ball/Rapid fire/Pony express).
See appendix for detailed information about the minor games.
Cooking (pancakes & smoothies).
Pancakes: Students will work in small groups of approx. 4 people per group to prepare their pancake batter. They will then take their batter to the leaders who will cook their pancakes on the BBQ.
Juices/Smoothies: For safety reasons, fruit will be cut and prepared by the leaders. Students will line up and select a range of different types of fruit/ yoghurt/ milk to put into their freshly squeezed juice/ smoothie. They will then get the leaders to assist them to create their juices/ smoothies using the juicer/ blender.
Students will be asked to place all dirty dishes in the sink for the leaders to wash.
Domains:
- Health & Physical Education.
- Interpersonal Development.
Dimensions:
- Movement and physical activity
- Health knowledge and promotion
- Building social relationships
- Working in teams
Key Elements:
- Students perform basic motor skills and movement patterns, with or without equipment, in a range of environments.
- Contribute to the development of positive social relationships in a range of contexts.
- Behave appropriately in a range of social situations.
Cooking (pancakes & smoothies).
Pancakes: Students will work in pairs to both prepare and cook their pancakes on the BBQ. Leaders will safely monitor all areas and offer assistance where needed.
Juices/ Smoothies: Students will create their own juices/ smoothies by selecting a mix of fruits/ yoghurt/ milk. They will be assisted by the leaders with using the juicers/ blenders.
Students will be asked to clean their dishes and tidy all working areas at the end of the session.
Domains:
- Health & Physical Development.
- Interpersonal Development.
Dimensions:
- Movement and physical activity
- Health knowledge and promotion
- Building social relationships
- Working in teams
Key Elements:
- Contribute to the development of positive social relationships in a range of contexts.
- Behave appropriately in a range of social situations.
See appendix for detailed information about the minor games.
Domain:
- Health & Physical Education.
Dimension:
- Movement and physical activity
- Health knowledge and promotion
Key Elements:
- Students perform basic motor skills and movement patterns, with or without equipment, in a range of environments.
Post- activity: Teachers at Colbinabbin might like to adopt their follow up lessons/ activities based on some of the following ideas:
- Activities involving plant maintenance: pruning and watering fruit trees.
- Healthy food recipes: students gather/create their own healthy food recipes which they can cook at school and share with peers in their class.
Group Activity Roles:
The following group members will be assigned to specific activities:
Cooking: Courtney, Annalie & Kara.
Games: Troy, Brent & Josh.
Planting:Tim, Carla & Jacki.
Healthy Eating Sheet
Healthy Eating
Name _
Healthy eating is very important. Eating fresh, healthy foods makes us feel good and helps us to live longer.
Everybody needs to eat food to survive.
My favourite food is
because
My least favourite food is _
because __
POLICY:
"A health-promoting school aims to reach everyone in the school, pupils and staff alike, and also to develop good links with the community and families it serves. To be successful there is a need for all stakeholders to have a sense of ownership and involvement in the process" (Gary, Young, Barnedow, 2009, p.135).
The policies that we have received include Colbinabbin's Healthy Food's Policy, Sunsmart Policy and Physical Education and Sport Policy. We will adhere to these policies by:
SunSmart:
- Wearing appropriate clothing, including hats and providing sunscreen to the students at regular intervals during the day.
- Conduct activities in the shade where possible between 11am and 3pm.
Healthy Foods:
- Promote and encourage healthy eating.
- Ensure there are plenty of drink breaks during the day.
- Provide information and pamphlets about healthy eating and recipes that they can use at home.
Physical Education and Sport:
- Provide opportunities for all children to participate and have fun.
- Include fitness and games in the physical activity session.
- Reduce the empasis on winning.
SUNSMART POLICY.docx
HEALTHY FOODS.docx
physical education & sport education policy.docx
ENVIRONMENT AND ETHOS RECOMMENDATIONS
What is Ethos?
Ethos is the values and beliefs as well as any positive policies i.e. anti-bullying, sun-smart a school community contains. School ethos ensures all school members; teachers, students, other staff and community members are working together toward a common goal. Goals are generally beneficial to the school as a community and its individuals. Ethos gives schools a sense of self as a whole community.
What is Environment?
Environment is the physical surrounds, but includes how individuals feel about and in their environment. Most school communities aim for the environment to be welcoming, comfortable and safe for students.
To enhance school ethos we need to:
· Find out schools current ethos or hypothetically incorporate our own ethos, e.g. encourage team work, positive encouragement and support for our teammates and classmates, sun-smart policy etc.
· Incorporate this into our Healthy Activity Day
· Enable school to elaborate on our activities after the day to increase knowledge of school community
· Work with school staff, community members and health educators
In terms of environment we can:
· Remove potential hazards from planned activity area
· Plan activities away from dangerous areas, if any.
· Highlight boundary areas for students
· Include principles of play such as; rules, fair play, positive feedback
RESOURCES / BUDGET:
- Alfalfa
$0.80
· Trees for planting
· A BBQ for cooking (Tim Can Provide on the day)
· Enviro (green) bags
· Soil
· Plastic cups
REFERENCES:
Australian Health Promoting Schools Association. (2007). A national framework for health promoting schools (2000 - 2003). Retrieved August 2009, from Australian Health Promoting Schools Association: http://www.ahpsa.org.au/files/framework.pdf
Gray, G., Young, I., Barnekow, V. (2006). Developing a Health Promoting School: A practical resource for developing effective partnerships in school health, based on the experience of the European Network of Health Promoting Schools. (Zali Yager Readings Pack)
Queensland Government. (2005). How to develop and revise policy. Retrieved August 2009, from Healthy Schools Website: www.health.gld.gov.au/healthyschools/documents/29331a.pdf
Shire of Campaspe. (2007, May 30). Colbinabbin. Retrieved August 2009, from Shire of Campaspe: http://www.campaspe.vic.gov.au/level3.asp?referrer=997&pageID=999&menuID=16
State of Victoria. (2009, September). Children- getting them active. Retrieved September 2009, from
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Children_getting_them_active?open
State of Victoria. (2009, September). Eating tips for children (5)- primary school. Retrieved September 2009, from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Eating_tips_for_children_(5)_primary_school?OpenDocument
Vaughn, N. (2009, April). Campaspe Care Partnership Community Wellbeing Profile. Retrieved August 2009, from Shire of Campaspe: www.campaspe.vic.gov.au/hardcopy/878_189168.pdf